Literacy Lesson Observation, Reflection, & Recommendations
Location: Cumberland Elementary School
Date: April 1st, 2015
Grade Level: 1st
Topic or Focus of Lesson: Writing About Superhero Powers
Objectives: What objectives were apparent in the lesson? If there was a lesson plan
available, did the objectives in the plan match the ones you observed being taught?
The objectives were to focus on brainstorming and completing a web based on a
superhero power they have.
Teaching What did you see the teacher do? What teaching techniques were used?
Pay attention to materials, grouping options, instructional strategies, pacing
The teacher made her explanations visual. She began with a web and discussed what
content to put in what part. The whole group filled in the web, but in between each part,
the teacher had the students do think-pair-share.
The teacher suggests ideas that could be false and asks for students clarification.
The teacher modeled thinking aloud and explained her thinking process as she completed
the web. She demonstrates that within the bubble on the web, you do not need to write
everything about that idea, you just need to write a key word that will trigger your
memory.
The teacher then discussed expectations: Each student will get a web and in the middle
bubble the student needs to write his or her topic. The students need to make sure that all
of their outside bubbles connect to their topic bubble. Students may copy only two ideas
and think of three of their own. This activity is an individual activity.
Students What were the students doing? How were they engaged in the learning?
Were they engaged in the learning? Any off-task behaviors?
The students are sitting on the carpet while the teacher is writing on the promethean
board. Some students are having side conversations while the teacher is talking, however
the teacher either redirected them or asked them to stop talking.
Students appear to be excited about choosing their superhero powers. When students go
back to their tables, there is some conversation, but it all sounds like it is about what they
are writing.
Students spent the rest of time prewriting.
Interesting observations: What did you see that was interesting, unusual,
surprising?
N/A
Questions you have after the lesson about the teacher, teaching techniques, students,
content of the lesson, literacy learning, literacy instruction, etc. What did you leave
the lesson reflecting on, wondering about, etc.?
How is she going to model writing for the students?
Did she do a brainstorming lesson before she did this prewriting lesson?
Positives: List two positive things (related to literacy learning) you observed from each:
Teacher
Modeled her thinking
Students
Provided ideas for what to put in the
map
Filled in prewriting map on smart
board
Appeared interested in the topic they
were given to write about
1.
2.
Support: List two areas in which you could assist or support the teacher with this
lesson or topic. Include the specific standard # you would be assisting the teacher
with (see list below), a description of your suggestion, and cite a resource the teacher
could use (this could be a textbook, article, website, video, book or any other
resource that could enhance or extend their lesson). Even if the lesson is absolutely
wonderful, consider what adaptations for individual literacy needs (both high and
low) might be made, what extensions could follow, etc.
Support:
Idea 1: IRA standard #2 Curriculum and Instruction: Candidates use
instructional approaches, materials, and an integrated, comprehensive, balanced
curriculum to support student learning in reading and writing.
Description of idea: My idea for this teacher focuses on balanced curriculum to
support students learning in reading and writing. For this lesson on writing about
being a superhero and the powers each superhero would have, I think a mentor
text would be beneficial. A mentor text with this topic would get students thinking
about the topic and allow for a brainstorming activity, as well as more exposure to
reading aloud and modeling think alouds. Students would be able to create
connections and open their imagination with the correct mentor text on super
heros and/or super powers.
Resource the teacher can use to support this idea:
Assessing and Correcting Reading and Writing Difficulties
By Thomas G. Gunning
Idea 2: IRA standard #5 Literate Environment: Candidates create a literate
environment that fosters reading and writing by integrating foundational
knowledge, instructional practices, approaches and methods, curriculum
materials, and the appropriate use of assessments.
Description of idea: My idea is specific to approaches and methods in which
the teacher could provide manipulatives in completing their web. This was some
of their first exposures to completing a map. I think an effective approach would
be to create a sort on how a prewriting web would be set up and giving more
exposure and opportunities to discuss the importance of prewriting and how to
interactively work with it, rather than jumping into students writing.
Resource the teacher can use to support this idea:
Assessing and Correcting Reading and Writing Difficulties
By Thomas G. Gunning
